Analysis of Digital Competence Frameworks for Initial Teacher Training in Computer Security

The acquisition and improvement of digital competence in teaching during higher education, like any professional competence, requires a set of contents, descriptors, indicators and evidence to guide and orient initial training for its implementation in the future performance of the profession. This study aims to analyze the presence of issues related to the safe, responsible and ethical use of the Internet by analyzing current international frameworks, guidelines and initiatives focused on it. After a selection based on documentary analysis and according to the criteria of a classification system, a content analysis is carried out to describe in a summarized way indicators and dimensions that help teachers in the use of technology and the Internet through safe, responsible and ethical practices. The results present the issues identified in 12 electronic documents that show, from different contexts, the triple role of the teacher as a user, as a facilitator of learning and as a professional in the educational field. Particularly from this analysis it is derived that the aspects that guide these teaching performances can serve as a basis for orienting teacher training needs.